scholarly journals A Retrospective Analysis of Program Outcomes and Lessons Learned on Implementing First-Time Wastewater Infrastructure in Underserved Communities in Texas from 1995 through 2017

2021 ◽  
pp. 100342
Author(s):  
María-Elena Giner ◽  
Miguel Pavon
Author(s):  
Marcin Piatkowski

The book is about one of the biggest economic success stories that one has hardly ever heard about. It is about a perennially backward, poor, and peripheral country, which over the last twenty-five years has unexpectedly become Europe’s and a global growth champion and joined the ranks of high-income countries during the life of just one generation. It is about the lessons learned from its remarkable experience for other countries in the world, the conditions that keep countries poor, and challenges that countries need face to grow and become high-income. It is also about a new growth model that this country—Poland—and its peers in Central and Eastern Europe and elsewhere need to adopt to continue to grow and catch up with the West for the first time ever. The book emphasizes the importance of the fundamental sources of growth—institutions, culture, ideas, and leaders—in economic development. It argues that a shift from an extractive society, where the few rule for the benefit of the few, to an inclusive society, where many rule for the benefit of many, was the key to Poland’s success. It asserts that a newly emerged inclusive society will support further convergence of Poland and Central and Eastern Europe with the West and help sustain the region’s Golden Age, but moving to the core of the European economy will require further reforms and changes in Poland’s developmental DNA.


2021 ◽  
Vol 8 ◽  
pp. 238212052110104
Author(s):  
Timothy P Daaleman ◽  
Mindy Storrie ◽  
Gary Beck Dallaghan ◽  
Sarah Smithson ◽  
Kurt O Gilliland ◽  
...  

Background: There is an ongoing call for leadership development in academic health care and medical students desire more training in this area. Although many schools offer combined MD/MBA programs or leadership training in targeted areas, these programs do not often align with medical school leadership competencies and are limited in reaching a large number of students. Methods: The Leadership Initiative (LI) was a program created by a partnership between a School of Medicine (SOM) and Business School with a learning model that emphasized the progression from principles to practice, and the competencies of self-awareness, communication, and collaboration/teamwork. Through offerings across a medical school curriculum, the LI introduced leadership principles and provided an opportunity to apply them in an interactive activity or simulation. We utilized the existing SOM evaluation platform to collect data on program outcomes that included satisfaction, fidelity to the learning model, and impact. Results: From 2017 to 2020, over 70% of first-year medical students participated in LI course offerings while a smaller percentage of fourth-year students engaged in the curriculum. Most students had no prior awareness of LI course material and were equivocal about their ability to apply lessons learned to their medical school experience. Students reported that the LI offerings provided opportunities to practice the skills and competencies of self-awareness, communication, and collaboration/teamwork. Discussion: Adding new activities to an already crowded medical curriculum was the greatest logistical challenge. The LI was successful in introducing leadership principles but faced obstacles in having participants apply and practice these principles. Most students reported that the LI offerings were aligned with the foundational competencies.


Author(s):  
Jim Wallace ◽  
Harpreet Dhariwal

MIE 515, Alternative Energy Systems, an engineering technical elective course open to senior undergraduates and graduate students, was delivered as an on line course for Fall 2011. This is the first time an undergraduate engineering course at the University of Toronto has been offered online. The course is also one of five pilot online courses across the University. The move online is being accomplished in two steps. For Fall 2011, a small lecture section of 25 students was used as a setting for video capture and the remaining 110 students accessed the course lectures online asynchronously. A live tutorial was offered once a week. All students were physically present for the midterm examination and the final examination. For Fall 2012, the course will be delivered entirely online, with the exception of student physical presence for the two examinations. Pedagogical and technical lessons learned during this transition year will be presented. The benefits and drawbacks of online delivery will be discussed from the perspective gained this year and compared with our expectations. Student feedback will also be presented and discussed.


2021 ◽  
pp. 159-167
Author(s):  
A. A. Zernin ◽  
E. S. Ziuzev ◽  
A. S. Sergeev ◽  
R. M. Khismatullin ◽  
M. A. Starikov

The authors of the article have summarized the experience of multilateral well application, performed an efficiency analysis of multilateral wells vs horizontal wells in Rosneft Oil Company's fields with various subsurface architecture. The algorithm for multilateral well efficiency estimation, compared to other type of well completions, was developed. This algorithm is based on the selection of areas for well locations with similar reservoir properties, reservoir energy conditions, and reservoir development conditions to evaluate production startup parameters, decline rates, cumulative parameters for the areas of over 6 month production. A matrix of multilateral well applicability in various geological conditions was generated, and recommendations for preferable well design were made. This type of analysis was conducted for the first time due to collection of sufficient statistical data, because of a multiple increase in the amount of drilling complex wells in the recent years. The obtained results provide an opportunity to design an efficient field development system for new assets, perform an adjustment of brownfields development systems, select multilateral well design for certain geological conditions based on lessons learned.


2021 ◽  
Vol 12 (03) ◽  
pp. 429-435
Author(s):  
Elizabeth E. Umberfield ◽  
Yun Jiang ◽  
Susan H. Fenton ◽  
Cooper Stansbury ◽  
Kathleen Ford ◽  
...  

Abstract Background The lack of machine-interpretable representations of consent permissions precludes development of tools that act upon permissions across information ecosystems, at scale. Objectives To report the process, results, and lessons learned while annotating permissions in clinical consent forms. Methods We conducted a retrospective analysis of clinical consent forms. We developed an annotation scheme following the MAMA (Model-Annotate-Model-Annotate) cycle and evaluated interannotator agreement (IAA) using observed agreement (A o), weighted kappa (κw ), and Krippendorff's α. Results The final dataset included 6,399 sentences from 134 clinical consent forms. Complete agreement was achieved for 5,871 sentences, including 211 positively identified and 5,660 negatively identified as permission-sentences across all three annotators (A o = 0.944, Krippendorff's α = 0.599). These values reflect moderate to substantial IAA. Although permission-sentences contain a set of common words and structure, disagreements between annotators are largely explained by lexical variability and ambiguity in sentence meaning. Conclusion Our findings point to the complexity of identifying permission-sentences within the clinical consent forms. We present our results in light of lessons learned, which may serve as a launching point for developing tools for automated permission extraction.


Author(s):  
Michael Derntl

Blogs are an easy-to-use, free alternative to classic means of computer-mediated communication. Moreover, they are authentically aligned with web activity patterns of today’s students. The body of studies on integrating and implementing blogs in various educational settings has grown rapidly recently; however, it is often difficult to distill practical advice from these studies since the application contexts, pedagogical objectives, and research methodology differ greatly. This paper takes a step toward an improved understanding of employing blogs in education by presenting a follow-up case study on using blogs as reflective journals in an undergraduate computer-science lab course. This study includes lessons learned and adaptations following from the first-time application, the underlying pedagogical strategy, and a detailed analysis and discussion of blogging activity data obtained from RSS feeds and LMS logs.


Author(s):  
Heather J. Williamson ◽  
Carmenlita Chief ◽  
Dulce Jiménez ◽  
Andria Begay ◽  
Trudie F. Milner ◽  
...  

Community-based participatory research (CBPR) has been documented as an effective approach to research with underserved communities, particularly with racial and ethnic minority groups. However, much of the literature promoting the use of CBPR with underserved communities is written from the perspective of the researchers and not from the perspective of the community partner. The purpose of this article is to capture lessons learned from the community partners’ insight gained through their experiences with CBPR. A multi-investigator consensus method was used to qualitatively code the transcripts of a CBPR story-telling video series. Seven major themes were identified: (1) expectations for engaging in research, (2) cultural humility, (3) respecting the partnership, (4) open communication, (5) genuine commitment, (6) valuing strengths and recognizing capacities, and (7) collaborating to yield meaningful results. The themes drawn from the community partner’s voice align with the tenets of CBPR advanced in the academic literature. More opportunities to include the community voice when promoting CBPR should be undertaken to help introduce the concepts to potential community partners who may be research cautious.


2020 ◽  
Vol 30 (1) ◽  
pp. 65-74
Author(s):  
Harlan P. Jones ◽  
Jamboor K. Vishwanatha ◽  
Thomas Yorio ◽  
Johnny He

The National Science Foundation (NSF) reports that underrepresented minority students are just as interested as their White counterparts in majoring in science upon entering college.1 However, the numbers of those receiving bachelors’ degrees, attend­ing graduate school, and earning doctor­ates remain lower than their White peers. To close this gap, the National Institutes of General Medical Science’s (NIGMS) Initiative for Maximizing Student Develop­ment (IMSD) at University of Texas Health Science Center (UNTHSC) supports the timely completion of PhD degrees by un­derrepresented students and their transition into successful biomedical research careers. Throughout UNTHSC’s IMSD training program, we have designed interventions anchored by the central hypothesis that PhD attainment requires attentiveness to multiple factors (knowledge, psychosocial, financial and self-efficacy). An assessment of program outcomes demonstrates a progressive increase in trainee retention. Importantly, not-withstanding quantitative measurable outcomes, trainee and mentor evaluations express the value in addressing multiple factors relevant to their success. Since 1996, our cumulative success of underrepresented minority students com­pleting the doctorate increased from 64% (1996) to 84% completion (2018). Herein, we describe the UNTHSC IMSD training ap­proach spanning its performance over two five-year cycles (2004-2008; 2009-2013) and new interventions created from lessons learned that influenced UNTHSC’s newly awarded IMSD program (2017-2022).Ethn Dis. 2020;30(1):65-74; doi:10.18865/ed.30.1.65


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